2.2 Some background to
pharmaceutical physician
education and trainingTraining opportunities currently available and
recommended for pharmaceutical physicians in
the international field of pharmaceutical medicine
in a global industry have increased enormously in
recently years and space available here cannot
possibly cover them all exhaustively. A recom-
mended source of specific training opportunities
originates from the professional bodies that sup-
port, deliver and endorse training opportunities.
Many commercial training companies run compe-
titive alternatives, and the trainee is advised to
consider all the options that appropriate to
their individual training as well as experience of
others.
The desire to learn through continuous improve-
ment is matched by the desire to improve through
continuous learning. Adequate training can fulfil
these needs, but it is important to apply rules of
measures and evaluation. Only by assessment of
training through competency measurement can the
trainee be nurtured into a position of excellence.
The curriculum vitae offers a simpleway to keep
track of training received, but a more detailed
record should be kept by trainees themselves to
illustrate specific examples of how the skills and
knowledge gained from training have been imple-
mented. With this information, the individual can
identify outstanding training needs and, more sig-
nificantly, highlight achieved goals, thus increas-
ing their career opportunities.
All trainees should become aware of the
expected learning cycle and their training needs
with the scope of career options. A proactive trai-
nee should insist on an induction programmed
when starting a new company whatever their status
and experience.
The term trainee may seem pejorative to those
doctors who embark on industry careers with high
levels of educational and professional qualifica-
tions, experience and expertise, and who have
gained their positions through competitive selec-
tion and expectations of effective contribution. It is
used firstly because there is no ready alternative
and secondly because in the context of the rapidly
changing technological, managerial and organiza-
tional industrial setting, continuing education and
training are an inherent career-long learning pro-
cess, regardless of seniority, longevity or trajec-
tory: ‘we are all trainees now’.The learning cycle
A simple cycle of events can be assessed continu-
ally as part of an active career plan. Continuing
professional development (CPD) demands that, at
whatever level, training is reviewed and acted
upon. There will never be a situation when there
are no training needs, and this is worthwhile exer-
cise to apply to all activities when considering
training opportunities.
Relating the essential components of learning,
knowledge, skills, attitudes and behaviour, to the
learning cycle of experience, reflection and deli-
berate testing can help clarify training needs
within career objectives. Thus, identify learning
needs, analyse training needs, set learning objec-
tives, design and implement training, evaluate
training.
The evaluation of training, set against the origi-
nal objectives, should allow a competency level to
be assigned. This may be set by the manager or the
employer, and if not, it is worthwhile to include a
grade in a personal development plan (e.g. basic,
competent, distinguished, expert). Personal devel-
opment plans should feature a combination of per-
formance assessment, career plan and business
need.Induction
Following an analysis of training needs, built
around experience, curriculum vitae and job
description, an induction programme for a new
post or role can be developed. As trainee, trainer
or manager, it is worthwhile applying a simple
template to ensure that key information is under-
stood and all new staff are benchmarked to
accepted quality standards. Review of training
needs will highlight unfamiliar tasks that must be16 CH2 PHARMACEUTICAL MEDICINE AS A MEDICAL SPECIALTY